Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 30840
The Efficacy of Motivation Management Training for Students’ Academic Achievement and Self-Concept

Authors: Ramazan Hasanzadeh, Leyla Vatandoust


This study examined the efficacy of motivation management training for students’ academic achievement and self-concept. The pretest–posttest quasi-experimental study used a cluster random sampling method to select subjects for the experimental (20 subjects) and control (20 subjects) groups. posttest was conducted with both groups to determine the effect of the training. An academic achievement and academic self-concept questionnaire (grade point average requirement) was used for the pretest and posttest. The results showed that the motivation management training increased academic self-concept and academic achievement.

Keywords: Academic Achievement, students, motivation management, academic self-concept

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 469


[1] N. Choi, Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools 2005, 42, 197–205.
[2] F. Peixoto, and L. S. Almeida, Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology and Education 2010, 25, 157–175.
[3] H. W. Marsh, and R. G. Craven, A reciprocal effects model of the causal ordering of self-concept and achievement: New support for the benefits of enhancing self-concept. In H. W. Marsh, R. G. Craven, and D. M. McInerney
[Eds.), International advances in self research: New frontiers for self-research 2005, (Vol. 2, pp. 17–51). Greenwich, CT: Information Age Publishing.
[4] C. Huang, Self-concept and academic achievement: A meta-analysis of longitudinal relations. Journal of School Psychology 2011, 49, 505–528.
[5] J. Suárez-Álvarez, R. Fernández-Alonsoand J. Muñiz, Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics. Learning and Individual Differences 2014, 30, 118–123.
[6] A. Tella, The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education 2007, 3, 149–156.
[7] F. Pajares, and D. H. Schunk, Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding & S. Rayner
[Eds.), International perspectives on individual differences: Self-perception 2011, (pp. 239–266). London: Ablex Publishing.
[8] S. T. Butler-Barnes, R. T. Williams, and T. M. Chavous, Racial pride and religiosity among African American boys: Implications for academic motivation and achievement. Journal of Youth Adolescence 2012, 41, 486–498.
[9] G. Nagy, H. M. G. Watt, J. S. Eccles, U. Trautwein, O. Lüdtke, and J. Baumert, The development of students’ mathematics self-concept in relation to gender: Different countries, different trajectories? Journal of Research on Adolescence 2010, 20, 482–506.
[10] D. Urhahne, S. H. Chao, L. Florineth, S. Luttenberger and M. Paechter, Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology 2011, 81, 161–177.
[11] M. Vecchione, G. Alessandri, and G. Marsicano, Academic motivation predicts educational attainment: Does gender make a difference? Learning and Individual Differences 2014, 32, 124–131.
[12] S. Rush, and P. Vitale, Analysis for determining factors that place elementary students at risk. Journal of Educational Research 1994, 87, 325–333.
[13] P. Olatunde, Students’ self-concept and mathematics achievement in some secondary schools in Southwestern Nigeria. European Journal of Social Sciences 2010, 13, 127.
[14] K. Archana, and S. Chamundeswari, Self-concept and academic achievement of students at the higher secondary level. Journal of Sociological Research 2013, 4(2), 105–113.
[15] A. O. Emmanuel, E. A. Adom, B. Josephine, and f. K. Solomon, Achievement motivation, academic self-concept and academic achievement among high school students. European Journal of Research and Reflection in Educational Sciences 2014, 2(2), 24–37.
[16] F. Guay, C. F. Ratelle, A. Roy, and D. Litalien, Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences 2010, 20, 644–653.
[17] M. H. Clark, S. C. Middleton, D. Nguyen, and L. K. Zwick, Mediating relationships between academic motivation, academic integration and academic performance. Learning and Individual Differences 2014, 33, 30–38.
[18] A. M. Auwalu, A. B. Norsuhaily, I. M. Sadiq, and A. H. Kabara, Impact of motivation on students’ academic performance: A case study of University Sultan Zainal Abidin students. The American Journal of Innovative Research and Applied Sciences 2014, 1, 221–226.
[19] R. Khojasteh Mehr, Z. Abbaspour, A. Koraei, and R. Kochaki, The effect of a “Succeeding in School” program on the academic performance, academic self-concept, attitude towards school, learning how to succeed in school and social adjustment of school students. Journal of School Psychology 2012, 1(1), 27–45.
[20] Abu-Bakar, R. A. Tarmizi, R. Mahyuddin, H. Elias, W. S. Luan, and A. M. Ayub, Relationships between university students’ achievement motivation, attitude and academic performance in Malaysia. Procedia Social and Behavioral Sciences 2010, 2, 4906–4910.
[21] M. E. Uguroglu and M. J. Walberg, Motivation and achievement: A quantitative synthesis. American Educational Research Journal 1979, 16, 375–389.
[22] M. V. Covington, Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology 2000, 51, 171–200. K.